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Effect of teaching context and tutor workshop on tutorial skills.

Anne Baroffio1, Mathieu R Nendaz, Arnaud Perrier

  • 1Unit of Development and Research in Medical Education, University of Geneva, School of Medicine, Genève, Switzerland. anne.baroffiobarbier@medecine.unige.ch

Medical Teacher
|June 30, 2006
PubMed
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Tailored faculty development workshops improve tutors' teaching skills in problem-based learning. Effectiveness varied based on prior tutor performance and teaching unit environment, highlighting the need for contextual adaptation.

Area of Science:

  • Medical Education
  • Faculty Development
  • Problem-Based Learning

Background:

  • Effective faculty development is crucial for maintaining teaching quality.
  • Tutors in problem-based learning curricula require enhanced facilitation skills for content learning and small-group dynamics.
  • Prior observations indicated that tutor performance is context-dependent.

Purpose of the Study:

  • To evaluate the effectiveness of a tailored faculty development workshop in improving tutors' teaching skills.
  • To assess the influence of pre-workshop tutor performance and teaching unit environment on workshop effectiveness.

Main Methods:

  • A workshop was designed based on tutor needs and delivered within their teaching units.
  • Workshop effectiveness was measured by tutor perceptions of usefulness and skill improvement.

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  • Student ratings of tutor performance (knowledge and facilitation) were collected before and after the workshop.
  • Analysis of variance (ANOVA) was used to analyze the impact of pre-workshop performance and teaching unit.

    • Main Results:

    • Tutors found the workshop helpful, reporting acquisition of new strategies and improved tutorial skills.
    • Student ratings indicated enhanced tutor knowledge and guidance abilities post-workshop, with lasting effects.
    • Workshop effectiveness varied across teaching units and was more pronounced in tutors with lower initial performance.

    Conclusions:

    • Workshops tailored to tutor needs and teaching contexts effectively enhance tutorial skills.
    • Workshop impact is moderated by individual tutor baseline performance and the specific teaching unit environment.
    • Optimal faculty development design necessitates consideration of both individual needs and the broader teaching unit context, including group functioning.